Part+4+-+Finalizing+Inquiry

Topic: Finalizing Inquiry
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 * Using one or more ORGANIZING EBC (Evidence-Based Claims) tools, students will be able to organize the necessary information to help them in the process of writing synthesizing claims for their Inquiry Paths. **

Common Core Standards

 * W4:** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * W5:** Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
 * W7:** Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
 * W8:** Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
 * W9:** Draw evidence from literary or informational texts to support analysis, reflection, and research
 * R1:** Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
 * R2:** Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. **R4:** Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
 * R6**: Assess how point of view or purpose shapes the content and style of a text.
 * R7:** Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
 * R9:** Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
 * R10:** Read and comprehend complex literary and informational texts independently and proficiently.
 * SL1: ** Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively.

Suggested Student Objectives
Students analyze and evaluate their material with respect to their Research Frame and refine and extend their inquiry as necessary. By the end of Part 4, students will have an analyzed body of research addressing their Research Frame from which to develop and communicate an evidence-based perspective on their area of investigation.

Resource Links
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Activities
The RESEARCH EVALUATION guides students in a process for evaluating their research. The tool consists of three parts to structure collaboration with teachers and peers to determine whether findings are credible, relevant and sufficient. The first part, the Research Evaluation Checklist, is used by teachers in teacher-student conferences. The second part, the Peer Evaluation of Research, presents a protocol for peer reviews. The third part, Revising Research, is used by students to respond to feedback from their teachers and peers. Based on this structured process, students consider alternative approaches to their investigation, which may result in the modification of their Inquiry Paths and the revision of their Research Frames.
 * Activity #1: Addressing Inquiry Paths ** - Students review their notes and analysis across the sources to address the Inquiry Paths that have framed their research.
 * Activity #2: Organizing Evidence - ** Students review and organize their research and analysis, establishing connections to address the Inquiry Paths of their Research Frame.
 * Activity #3: Evaluating Research ** ** - ** Students review and discuss their Research Frames and researched materials to determine relevance, coherence, and sufficiency.
 * Activity #4: Refining and Extending Inquiry ** - Students refine and extend their scope of inquiry based on teacher and peer feedback. Based on teacher and peer feedback, students identify how they will refine their scope of inquiry. Responding to feedback will include a combination of the following three activities:

//**Reading and Analyzing New Sources**//: Students read new sources closely to develop relevant evidence-based claims.
 * //Refining Investigation//**: Students refine and extend their Research Frames.
 * //Extending Research//**: Students search for additional sources based on their revised Research Frames.

Assessments
// (See Resource Links) //
 * Forming EBC Tools
 * Annotated Common Texts
 * Annotated Sources
 * Written Evidence-Based Claims
 * Organizing EBC Tools
 * Revised Research Frame
 * Potential Sources Tool
 * Taking Notes Tool